Assessment 1 Analysis of learners and context
Describe the learners and their context for the course which you wish to design
Course Context: Introduction to graphic design
Graphic Design is a skill and understanding that is useful for a broad range of students and professionals. Gaining the fundamental understanding and skills to carry out graphic design allows design students and students of wider polytechnic to compile and present their work in professional way. In this assessment I will explore ways of designing a course for introducing graphic design to wide audience.
Interdisciplinary Teaching and Income diversification
Recently, tertiary institutions have seen a great shift in teaching approach to one that is more interdisciplinary. The interdisciplinary can be seen in students choosing to add a second major or minor to their degree. However, more recently broader interdisciplinary topics can be seen within a degree programme. Students studying in diverse areas of disciplines would benefit from introduction to graphic design and presentation skills. Taking this opportunity to offer an introductory course in graphic design will open up the opportunity for design students, students in the wider Otago Polytechnic campus as well as professional in the industry who are motivated to take interest papers.
In applying the Vark learning style theory to Design Schoool Students, a large number of students learning styles lean on the spectrum of visual, kinesthetic or multi modal styles, rather than aural or reader writer style. Because of this trend much of the teaching uses visual teaching aids, such as diagrams, videos and infographics. Similarly students prefer to learn by doing in more kinesthetic approach to apply the theory and course content to practical projects.
When opening this course to a wider audience who may prefer read/write or aural learning styles, additional teaching strategies will need to be introduced. In considering the wider audience,Felder and Soloman’s learning styles to think of the learning styles as a spectrum is useful. In particular a diversity of learning styles is found in the scale of Active to Reflective, Sensing to Intuitive and Sequential and Global learning styles. These learning styles offer a platform to investigate barriers for learning for students and the suitability of learning style for the design discipline.
Lerner Diversity: Active to Reflective.
Design requires students to flexibly shift between the two areas of active and reflective practice. Student benefits from “trying out” activities such as using software and typographical layout.. On the other hand, students need to make plans and be reflective about their concepts. Students often find it difficult to gauge the right timing for when to be an active or reflective learner. Prompting students to move between the two scales of learning styles during the class and addressing these issues will be a good start for students to gaining a balance in the application of the two approaches in their design practice.
Lerner Diversity: Sensing to Intuitive and Sequential to Global
As a discipline, designers are required to be Intuitive and Global in the way they learn as well as in the way they carry out the design process. For example, to design a presentation for a design competition, students in this course will not be able to comprehend every possible theory and rules about presentation, but instead, intuitive and global learning style is required to identify most relevant visual aesthetics and strategy that the competition associates itself with.
For students who are on prefer the spectrum of Sensing and Sequential learning, expecting them to carry out their project in Global and Intuitive learning style may be a barrier. For instance, Sequential learners are often the students who ask for the definitive graphic design how to text book, which in reality does not exist. For these students, it may be beneficial for a lecturer to use Intuitive and Global style themselves to suggest a strategy in more Sequential way with examples from competition entry. Prompting a few areas for consideration in identifying graphic design aesthetics and strategies for the project may be helpful. On the other hand, there are a number of dos and do not’s in graphic design industry. Teaching these fundamental rules will be useful for sequential learners as well as preparing the students for the industry.
Goals for the design phase
Consider a number of learning objectives useful for the course
Search and design various strategies to teach presentation skills to wide audience